THE EFFECT OF PARTNER TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

THE EFFECT OF PARTNER TECHNIQUE ON STUDENTS’
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

A THESIS

Submitted to the English Department, Faculty of Languages and Arts
State University of Medan, in Partial fulfillment of the Requirements for the
Degree of Sarjana Pendidikan

By :

PUPUT WULAN DANA SIREGAR
Registration Number : 2113321039

ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016

DECLARATION
I have familiarized myself with the University’s policy on Academic

integrity. Except where appropriately acknowledged, this thesis is my own work,
has been expressed through my own words and has not previously been submitted
for assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.

Medan, April 2016

Puput Wulan Dana Siregar
Reg. No. 2113321039

`

ABSTRACT

Siregar, Puput Wulan Dana 2113321039. The Effect of Partner Technique on
Students’ Achievement in Writing Descriptive Text. A Thesis. English
Departement. Faculty of Language and Arts. State University of Medan.
2016


This study deals with the effect of Partner Technque on students’ achievement in
writing descriptive text. The objective of the study is to find out whether Partner
Response Technique Significantly affects the students’ achievement in writing
descriptive text or not. This study was conducted by using experimental design.
The population of the study was the student of grade X of SMA NEGERI 1 Binjai
in the academic year of 2014/2015, there were 6 parallel classes of grade X. As
the sample, two classes were selected by random sampling. The experimental
group (X-4) was taught by applying partner technique, while the control group
(X-3) by applying conventional method. The data of the study was obtained from
the students’ score of writing text. The determine the reliability of the test, the
writer use inter-rater reliability. The data calculation showed that the coefficient
of reliability of the test was 0.43. It shows that the test was reliable and the
reliability was very high. There were two sets of data used in this study, they were
pre-test and post-test. The data were analyzed by applying t-test formula. After
analyzing the data, the result of the study showed that t-observerd (2.83) was higher
than t-table (2.004) (t-observed > t-table) at the level of significance of = α 0.05 and at
the degree of freedom (df) = 58. It can be concluded that applying partner
technique significantly effects the students’ achievement in writing descriptive
text or in other words the alternative hypothesis is accepted.


Keyword : Partner Technique, Writing, Descriptive Text

i

ACKNOWLEDGMENT

All praises and the greates thankfulness to almioghty God whi has blessed,
given time, opportunity, health, and mercy to the writer in finishing this thesis
entitled “The Effect of Partner Technique on Students’ Achievement in Writing
Descriptive Text” to fulfill the requirements for the degree of Sarjana Pendidikan
(S.Pd) at English Department, Faculty of Languages and Arts, State University of
Medan.
During the process of completing this Thesis the researcher has worked
with a great number of people, though their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to :


Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.




Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.



Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her
Thesis Consultant I.



Dra. Meisuri, M.A., the Secretary of English Department.



Nora Ronita Dewi, S.Pd, S.S., M.Hum., the Head of English Education
Study Program.




Dra. Masitowarni Siregar, M.Ed., her Thesis Consultant II.



Prof. Amrin Saragih, MA, Ph.D., Drs. Johan Sinulingga, M.Pd., and
Dr. Siti Aisah Ginting, M.Pd., her Thesis Examiners.



All Lectures of English Department who have taught and adviced her
during the academic years.



Eis Sri Wahyuningsih, M.Pd., and Pantes the Administration staffs of
English and Literature Department who always helped the writer during
her academic year.

ii




Suyoto, S.Pd, M.Si., the Headmaster of SMA N 1 Binjai who has given
the permission to conduct the research in the school. And also for students
for their participation and attention during the research.



Guspan Siregar and Nurazmi Johari., her beloved parents for giving her
everlasting love, affection, prays, and hard works and also her sister,
Nurmasdalisa Siregar, S.Pd., and her little brother, Kurnia Agung
Siregar who always supported the writer to be hard working to finish her
study in Faculty of Language and Arts, State University of Medan.



All beloved friends in her boarding mate (Risa Ezrina Siregar, Ridha
Anggraini, Siti Asma Tambunan) for their motivation, love, help, and
prayers.




Her fighful friends Sellia Elhawa, Ratna Purnama Sari Siregar, Pepi
Handayani, Triana Sari, and all her class members in B Extension
2011, Tutwuri Situmeang, Rifa’atul Inayah, Ayu Purnama Sari, Desi
Mita Rahmani, Suherna, Dyan Yosephin, Fahrunnisa Maryam,
Khairuni Syafitri, Karmila, Phupuh Citra Dewi, Shilvina Afriani,
Liliana Tarigan, Fauzul Azmi as her great class for the love and
togetherness throughout four years.



Her friends in PPLT 2014 SMK N 1 Kisaran for the togetherness and
experiences shared. And also for those who cannot be mentioned one by
one.
The writer hopes this Thesis will be useful for those who read it, especially

for the students of English Department.


Medan, April 2016
The Writer

Puput Wulan Dana Siregar
Reg. Number 2113321039

iii

TABLE OF CONTENTS
Page
ABSTRACT ...................................................................................................

i

ACKNOWLEDGEMENT ............................................................................

ii

TABLE OF CONTENTS ..............................................................................


iv

LIST OF TABLE ..........................................................................................

vi

LIST OF APPENDIX ...................................................................................

vii

CHAPTER I

INTRODUCTION ............................................................

1

A. The Background of the Study ...................................................................

1


B. The Problem of the Study .........................................................................

3

C. The Scope of the Study .............................................................................

3

D. The Objective of the Study .......................................................................

3

E. The Significance of the Study ...................................................................

4

CHAPTER II REVIEW OF LITERATURE ..........................................

5


A. Theoretical Framework .............................................................................

5

1. Students’ Achievement .......................................................................

5

2. Writing ................................................................................................

6

3. Descriptive Text ..................................................................................

8

4. The Process of Writing ........................................................................

9

5. The Type of Descriptive Writing ........................................................

12

6. The Type of Writing ............................................................................

13

7. Students’ Achievement in Writing Descriptive Text ..........................

15

8. Language Features ..............................................................................

15

9. Generic Structure ................................................................................

15

10. Example of Descriptive Writing .........................................................

16

11. Relevant Studies ..................................................................................

17

12. Cooperative Learning ..........................................................................

17

13. Technique ............................................................................................

20

14. Partner Technique ...............................................................................

21

15. The Benefit to Using Partner ...............................................................

22

iv

B. Conceptual Framework .............................................................................

23

C. Hypothesis

.............................................................................................

24

CHAPTER III RESEARCH METHODOLOGY ...................................

26

A. Research Design .........................................................................................

26

B. Population and Sample ..............................................................................

28

C. The Instrument for Collecting Data ..........................................................

28

1. The Source of Data ..............................................................................

28

2. Data ....................................................................................................

28

D. The Procedures of Research ......................................................................

29

1. Pre-Test .............................................................................................

29

2. Treatment ............................................................................................

29

3. Post-Test .............................................................................................

30

4. Scoring of The Test .............................................................................

30

a. Content ..........................................................................................

31

b. Organization ..................................................................................

31

c. Vocabulary ....................................................................................

31

d. Language Use ................................................................................

31

e. Mechanics .....................................................................................

32

5. Instrument of Validity .........................................................................

34

a. Validity of Test .............................................................................

34

b. Reliability of Test ..........................................................................

34

CHAPTER IV THE DATA AND DATA ANALYSIS ...............................
A. Data ...........................................................................................................
B. The Reliability of The Test .......................................................................
C. Testing Hypothesis ....................................................................................
D. Research Finding .......................................................................................
E. Discussion .................................................................................................

36
36
38
38
39
39

CHAPTER V CONCLUSION AND SUGGESTION ..............................
A. Conclusion ................................................................................................
B. Suggestion .................................................................................................

41
41
41

REFERENCES ..............................................................................................

42

APPENDICES ...............................................................................................

43

v

LIST OF TABLES

Page
Table 3.1 Two Groups Pre-Test and Post Test ...............................................

27

Table 3.2 Teaching Procedure of Experimental Group ..................................

29

Table 3.3 Score for Descriptive Text Writing .................................................

33

Table 3.4 The Description of Pre-Test and Post-Test Experimental Group ....

37

vi

LIST OF TABLES

Page
Appendix A. Assessment ...............................................................................

44

Appendix B. Pre-Test for Experimental and Control Group ...................

46

Appendix C. Post-Test for Experimental and Control Group ..................

47

Appendix D. The Score of Pre-Test and Post-Test in Experimental Group 48
Appendix E. The Score of Pre-Test and Post-Tes in Control Group .......

49

Appendix F. Testing the Reliability of the Test ..........................................

50

Appendix G. The Calculation of T-Test in Experimental Group .............

51

Appendix H. The Calculation of T-Test in Control Group .......................

53

Appendix I. Lesson Plan ...............................................................................

55

vii

1

CHAPTER I
INTRODUCTION

A. The Background of the Study
Language is one of the most important things in communication and it is
used as a tool of communication among the nations in all over the world. As an
international language, English is very important and has many interrelationships
with various aspects of life owned by human being. There are four important
skills in English. They are reading, writing, listening and speaking. People need to
learn writing English, for occupational or academic purposes. Writing is one of
media communication. It purposes to express ideas, feelings, opinions,
experiences, or information in form of writing language.
Writing is one of language skills in English that is very important to be
mastered. Even though, most people think that writing is a difficult activity,
both in mother tongue and in a foreign language, because the reader can’t see
the writer. In general, writing is complex and difficult among the language
skills. It is a must for the language learners to master writing skill. Without
having good knowledge in writing, it is so difficult to be able to convey the
ideas to the readers. That is why writing is one of important things that must be
taught to the students.
One of the genres that should be mastered by students in the process of
learning English is descriptive text. In this study, the researcher only deals with
writing descriptive text that purposed to describe thing, person, or place, so the
1

2

reader can imagine what the researcher wrote. Saragih (2010:20) claims that
Descriptive text is a kind of text that has purpose to describe a particular
person, thing, or place.
Harmer (2004) defines that writing is significantly different from speaking.
The final product of writing is not nearly so instant, and a result the writer has
a change to plan and modify what will finally appear as the finished product.
Writing was not interested to some students and they felt that this activity
wasted of time. One of the obstacles that writing teacher have to overcome is a
reluctance of the part of their students to engage in writing activities with any
enthusiasm.
Writing not only needs what to write the content of the writing but also
needs the method or technique or procedure how to write what you want to
write down. In other words, writing is a powerful instrument of thinking,
because it provides students with a way of gaining control over their thoughts.
Writing shapes their perceptions of themselves and the world. It aids in their
personal growth and their affective change on the environtment.
Based on the writer’s observation at school SMA N 1 Binjai in teaching
practice program. She found that students were not able to formulate their ideas
and their vocabulary in writing a text. It is proven that most of the students can
not write a simple writing, as the result they always get low score in writing.
Partner technique is believe to be able to enable the students skill in
writing because students can more active and productive in group and all the

3

members can exchange their opinion and idea in order to make a good and
detailed description.

B. The Problem of the Study
In relation to the background of the study, the problem of this study is
formulated as the following: “Is there any significant effect of partner
technique on students’ achievement in descriptive text?”
C. The Scope of the Study
There are many technique that teachers can suggest to students for
enhancing the quality and strenght of their writing. Beside it, there are some
genres in writing. They are descriptive, narrative, recount, procedure, report,
exposition, explanation, discussion, and news item. In this case, the writer
limits this study on applying partner technique s to effect students’
achievement in writing descriptive.
D. The Objective of the Study
The objective of this study is to find out the effect of applying partner
technique on students’ achievement in writing.

4

E. The Significance of the Study
Findings of the study are expected to be useful and relevant theoretically
and practically.
1. Theoretically
This study will give additional contribution to the students and lectures.
They will know about writing to their learning process.
2. Practically
a. This study will add the literature for the reader to discover the ideas for
writing
b. The readers are able to achievement writing which included the partner
technique.

CHAPTER V
CONCLUSION AND SUGGESTION

A. CONCLUSION
Based on the research finding, the researcher concludes that there is
significant effect of applying partner technique on students’
achievement in writing descriptive text, since students’ achievement in
writing descriptive text taught by applying partner technique is higher
than without applying partner technique (tobserved > ttable ; 2.83 > 2.004 ;
ɋ = 0.05).

B. SUGGESTION
Based on writer experiment, some suggestion as following :
1. It is suggested to the English teachers, it is better to apply partner
technique

because

this

technique

helps

the

students

in

understanding the descriptive text much better.
2. It is suggested to the students, with this technique can improve
their writing achievement especially in writing descriptive text.
And it is better for they thinking individually before they talk and
discuss and share their ideas in discussion form.

41

42

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